18 April 2011
LO: To spell words which we will use in our science topic.
These will be tested on Thursday 21 April as Friday is a holiday.
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light |
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dark |
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sun |
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night |
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shadow |
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bright |
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dull |
SEAL statement 18 April
Relationships is the new SEAL theme for this half term and our statement for this week is ‘I know how I feel and how others make me feel.’
This theme explores feelings within the context of our important relationships including family and friends. The key areas of learning are self-awareness, managing feelings and empathy.
There is a focus throughout the theme on helping children understand the feelings associated with an experience that we all need to cope with at some time: that of loss – whether of a favourite possession, a friend, a family home, or a loved one. Although relatively few children are bereaved, most will experience losses of other kinds during their childhood; losing a home, losing friends because of moving house or changing schools, or losing a pet are examples.
We would therefore ask for parents /carers to alert us to any experiences your child has had that might make this area particularly difficult for them – for example, a bereavement.
How are we doing?
The local authority has regularly monitored the performance of schools. This system of monitoring, challenge and support may change due to local authority and government re-organisation (and cutbacks?), but here are some comments from the most recent report about Moortown Primary:
“Rigorous monitoring of teaching ensures close scrutiny of learning.”
“There is clear evidence that the school is systematically tracking the progress and attainment of a variety of pupil groups.”
“Staff track progress and attainment of specific groups. The electronic tracking system across school has simplified analysis and collection of data and allows for quick interpretation of data and identification of individuals who may require additional support. The Headteacher closely monitors and supports less experienced teachers to ensure assessment remains consistent.”
“Three paired lesson observations were carried out during the visit. The Headteacher and Local Authority representative were in complete agreement regarding overall judgements and the quality of aspects within lessons. In all lessons behaviour and discipline was excellent.”
“Relationships between newly qualified teachers and pupils are very good with the right balance of inter-action and respect. Technology was used well in all lessons and is clearly an intrinsic part of the teachers’ tools for delivery. It was also clear that in all lessons pupils were enjoying learning.”
“The Headteacher has a clear understanding of the strengths and areas for development for each teacher and has worked extensively with each to ensure consistent practices are used and areas for development are improved – the quality of all the lessons is testament to this approach.”
“The systems in place for supporting and developing newly qualified teachers are excellent. Teachers are provided with systematic, comprehensive written feedback which is supportive and useful. The Headteacher regularly checks that expectations are met and that quality of provision is as high as possible. New staff are clearly responding to this.”
“Newly Qualified Teachers have already met Ofsted standards and in some aspects are exceeding basic expectations. All three show strong potential.”
It’s more evidence of the excellent provision we have at Moortown Primary, a happy and healthy place to learn.
It’s the Easter holidays…
…so there is no homework, in line with our Homework Policy.
Don’t forget about all the learning your child can do at home:
- Easter-themed Maths with mini-eggs (think about estimating, counting, sorting, adding, subtracting, sharing…)
- nature walks – look out for lambs and other signs of Spring
- swimming practice – the holidays are a perfect time to spend an afternoon at the local swimming baths!
- reading – take your child and a friend to the library or to a charity shop to find a gripping read
- lots of Talk Time discussions – by now, you’ll be familiar with Talk Time homework, so why not make up a few topics of your own?
- don’t forget to practise times tables, number bonds and handwriting
We’ve got information and top tips to help you support your child in our Learn More section.
Pupil voice
In the news today, schools ‘should let children help pick teachers’:
More schools should involve pupils in the recruitment of teachers, says the children’s commissioner for England. A survey of 2,000 children aged nine to 16 for commissioner Maggie Atkinson found two-thirds would like a role in the recruitment process.
This is nothing new for Moortown, where pupils feedback each time we recruit a teacher. Most recently, when we recruited four new teachers, pupils were involved in three ways:
- candidates taught a short lesson and pupil reactions and learning was closely observed;
- a selection of pupils gave feedback – they were asked what they liked about the lesson and what they learnt;
- the School Council fed-back to a governor their views of the candidates – again, only the positive features of each candidate were discussed.
Interestingly, pupils could describe many aspects of the four successful candidates they liked and thought all four would be right for Moortown; their comments matched what adults also thought, having watched lessons, interviewed and assessed other selection tasks on the day.
Even as far back as my recruitment, around four years ago, the School Council were involved: they interviewed all the candidates and then passed on their views of each, with the whole process watched by an adult interested in how candidate and councillors interacted.
Some critics express concern that this undermines teachers. We feel that pupil voice can be one of a number of selection procedures, and won’t undermine the profession if the discussion only considers positive aspects of teachers and what they can bring to the school.
SEAL statement 28 March
Our final Good to be me weekly statement is ‘I can recognise my talents.’ There are many hidden and known talents within our school and this week children will share their talents in a proud, not boastful, way.
On Friday evening, we took part in a KS2 dance showcase alongside other local primary schools at Allerton Grange. The children who were part of the group can all recognise their talent for dance! It was a fantastic performance following weeks of hard work learning their routine.
25 March 2011
LO. I can spell these everyday words.
These words will be tested on Friday 01 April.
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was |
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you |
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they |
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her |
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when |
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with |
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his |
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because |
25 March 2011
The homework this week is ‘Creative’ and is due in Wednesday 30 March.
I can discuss whether it is important to give compliments.
This week’s homework focuses on our current SEAL theme of receiving compliments. I want your child to consider a world without compliments and what that would be like. Here are some openers which you could encourage your child to use:
The reason people give compliments…
If no-one ever gave compliments…
When someone gives me a compliment, I feel…
My opinion is that…
25 March 2011
This week’s spellings for Bananas and Oranges are words that begin with ‘re’.
Apples have words that all end with ‘ck’.
They will be tested on Friday 01 April.
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Apples |
Bananas and Oranges |
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LO: Words ending with ‘ck’. |
LO: Words beginning with ‘re’. |
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25 March 2011
Homework this week is Practice Makes Perfect.
Children have a worksheet in their homework books to complete. The worksheet will reinforce phonics that we have learnt about in class.
Homework is due in on Wednesday 30 March 2011.
